Other objectives of the project include:

• Development of OER for teachers for online training course for teaching students with dyslexia.
• Creation of a mobile app for easy platform access.
• Enabling access to the platform and app to parents, caregivers and professionals in the area of
  disability.
• Improving the level of key competences and skills in professionals in the disability area.
• Foster quality improvements and excellence in innovation and exchange of good practices at the inclusive educational institution level through enhanced transnational cooperation between education and training providers and other stakeholders.
• Promote and strengthen knowledge and acceptance of diversity in society. 

Project target group are primary and secondary school teachers (pre-service and in-service), special educators, NGO staff, educational leaders and other professionals in inclusive schools ore related organi.
These are the adults that are directly involved in the education of dyslexic children and need most support and dyslexia training. Also, the platform would be of use to any other adults (such as parents) that communicate with students with dyslexia particularly parents who would like to gain knowledge on how to work persons which are struggling to read and/or write.

In accordance with the project objectives, activities and intellectual outputs, the tangible expected results are the following: 

• Creation of platform (Open Educational Resource) about dyslexia teaching methods and
  strategies; accessible to professional in the field of inclusive education;
• Creation of mobile app for easy access to dyslexia contents;
• New teaching methods and approaches;
• Online courses;
• Increased access to dyslexia materials;
• Improving professional skills and competencies of inclusive school staff.

Intangible results: More profound understanding of diversity in learning;

• Improvement of the quality of inclusive education for students with specific learning disabilities;
• Raising awareness about specific learning difficulties;
• Improvement of formal and non-formal types of learning in adults;
• Increased satisfaction in everyday work;
• Increased motivation for helping other students with disabilities;